We’ve congregated outside the main physics lab at the University of Dschang in Cameroon when a shouting match ensues about the two red cards issued in last night’s football match. It’s as dark as night inside and the lecture on LAMMPS-GUI, a molecular dynamics modelling software, hasn’t started yet because it’s been raining. The power is out and the prof, who has access to the generator, has delayed his trip to work so as not to get wet.

These are typical scenes in central Africa, where learning is a challenge. There is no WiFi in the university so we have come armed with routers to get online. Students can’t use the university toilets due to lack of running water and researcher professors have to provide their own batteries for the much-needed generators that run the projectors and overhead lights.

I’m here to attend the seventh Central African School on Electronic Structure Methods and Applications, which is being held alongside one of 23 satellite events to the Global Physics Summit (GPS) in Denver, Colorado, US. Organized by the American Physical Society (APS), the GPS is the world’s biggest physics conference, with 14,000 delegates, but not everyone has the time, money or visa paperwork to attend in person.

That’s why it’s great that the APS, along with AIP Publishing and IOP Publishing – which together form the Purpose-led Publishing (PLP) coalition – are hosting satellite events across Africa, Asia, the Middle East and South America to expand participation in this year’s GPS.

I’ve made the journey on behalf of the PLP to hold an editorial school at the university, teaching a variety of topics from artificial intelligence publishing policies to how to review academic papers. In my session with senior-career researchers at the university, I’m swamped with questions every time I pause to take a breath. They range from philosophical queries about funding access in the region, to funny misunderstandings, including when my pronunciation of “ORCID” misaligns with theirs.

The conference has also attracted participants from neighbouring countries, including Stève-Jonathan Koyambo-Konzapa from Central African Republic, Gervi Moussavou Mouketo from Gabon, and Cladi Rodnet Boulingui who’s spent three days travelling by bus from Brazzaville in the Republic of Congo.

The University of Dschang is a highly regarded institution in central Africa, so for Boulingui, whose visit is  sponsored by the Universität Duisburg-Essen in Germany, it’s been worth it.“Dynamic simulations are highly relevant to my work, it’s worth the journey to access the specialist lecturer,” he tells me.

The organizing director, Stephane Kenmoe, has joined from Germany, where he is an associate professor at the faculty of chemistry at Duisburg-Essen. He regularly visits his alma mater, and current students benefit from connections he’s made around the world. He brings his entrepreneurial spirit with him: Kenmoe is an active promoter of the APS satellites in Africa, has made award-winning films about science, and is a champion of community engagement.

This collegiate spirit extends to the heads of department who have been called upon to write PhD curricula for neighbouring Francophone countries where scientific funding is lacking.

We end the week watching a film that Kenmoe has worked with the local film industry to produce, Seeds of Science. The film shines a light on the high percentage of child labour and child marriage in the region. The actress playing the young girl who is forced to marry instead of continue her studies has joined us from nearby Bafoussam to watch the showing.

Thankfully, Aisha is still studying, particularly enjoying economics, geography and English. There is a sombre mood in the room, only interrupted by laughter when the power fails. The power may be out but the joy and passion for learning continue to burn here in Dschang.

The post Shining a light on central African physics appeared first on Physics World.

Humans perceive knowledge, make decisions and build the consciousness of knowing through vision and speech. This interplay between visual and nonvisual patterns collectively shapes how we learn complex concepts such as quantum physics. That is despite the subject’s reputation as being incomprehensible and difficult to reconcile with our everyday conceptions.

The issue when teaching quantum mechanics also lies in the shortcoming of using literary constructs to accurately describe what quantum mechanics really means. As the Hungarian-British philosopher Michael Polanyi once noted: “We always know more than we can tell.” It is hard to accurately capture in language the full meaning of quantum phenomena such as nonlocality, superposition, no-cloning, teleportation, counterfactual quantum computation, delayed choice or the many other uniquely quantum phenomena.

This also means that terms such as wave, particle, superposition and entanglement are not truly complete until followed by detailed calculations or elaboration of their consequences. The result is that introductory quantum mechanics courses often require prerequisite mathematical grounding in complex numbers, matrices, linear algebra and differential equations.

Yet I believe this tortuous preparation can be bypassed – in an accurate, comprehensive and consistent way – simply through “pictures”. With that in mind, we conducted an experiment last year at Government College University in Lahore, Pakistan – alma mater of the physics Nobel laureate Abdus Salam. The four-week-long summer school – Quantum in Pictures – was organized by the Khwarizmi Science Society, a not-for-profit grassroots science association that aims to make scientific education accessible especially for resource-deprived communities.

Some 50 school students attended lectures and demonstrations led by Muhammad Hamza Waseem from the UK firm Quantinuum, who works with Bob Coecke, one of the founders of a pictorial approach towards quantum physics and education.

Most of the students, who had no prior knowledge of quantum mechanics, came from Lahore while the remainder were from nearby towns and villages where opportunities especially in advanced fields are generally minimal. On top of that classroom engagement is largely discouraged and an outdated model of examination fosters rote learning. Almost half of the participants who attended the school were girls, with 75% of participants aged between 14 and 18 – the youngest being a 13-year-old girl from a village called Syedanwala in Kasur.

To capture ideas about quantum mechanics, we used “string diagrams” as our basis. Such diagrams, simply put, are made using boxes that represent processes. Wires coming in at the top and at the bottom represent the input and output systems being processed by the box. Simulating quantum processes translates to connecting boxes with wires, chopping and straightening wires or sliding boxes along wires like beads on a string.

Even though this formalism is rigorous and derived from category theory, the manner in which it is presented is unhindered by burdensome abstractions. In terms of quantum mechanics, such diagrams are able to capture ideas about how quantum states transform, how quantum operations work as well as counterintuitive notions about measurement.

A new confidence

When I teach quantum mechanics to undergraduates, colleagues often discourage me from “spilling the beans” on quantum mechanics too early before we have covered the mathematical acrobatics of Hilbert spaces, unitary transforms, eigenvalues and Dirac’s bra-ket notation. Yet I believe school students should relish the counterintuitive repercussions of quantum mechanics much earlier than they currently do. I believe that introducing such aesthetic visuals – an overlooked concept for learning – can make the discipline more comprehensible and attractive to students.

A diagrammatic technique helps to avoid all this and democratizes the knowledge of our quantum world. After all, the future quantum workforce must be trained earlier than ever, given we do not want students missing out on the quantum revolution. In addition, quantum computing is not the purview of physicists alone. Many computer scientists and programmers, who will never be formally trained in physics, will need an initiation in quantum mechanics.

When it comes to making education accessible and within the direct grasp of millions of eager learners, demystifying traditional modes of learning and introducing new approaches helps students and teachers. Learners gain the confidence to ask questions, synthesize connections between bodies of knowledge and prepare themselves for a workforce that may require competency instead of a paper degree.

According to a survey of students who completed the course, 60% engaged in interactive discussions or used the chalkboard to solve problems while 80% asked or responded to questions. For most of these students, this level of engagement with the instructor was a first in their lives. This is the confidence that our liberated students walked away with as they completed their final exams in the Quantum in Pictures summer school.

The post How pictures can help school students learn quantum physics appeared first on Physics World.

Physicists who go into politics are a rare breed. Most famously there was Angela Merkel, who was chancellor of Germany for 16 years. Climate physicist Claudia Sheinbaum Pardo was elected Mexican president in a landslide win in 2024. Alok Sharma, meanwhile, was business secretary in the UK government and president of the COP-26 climate summit.

But Dave Robertson is even more unusual. Having originally studied physics at the University of Liverpool in the UK, he worked as a physics teacher in Birmingham for almost a decade. After spells in the trade-union movement and local politics, Robertson has been the Labour Member of Parliament (MP) for Lichfield, Burntwood and the Villages since 2024.

He’s not the only physicist currently serving as an MP. Others include Layla Moran – another former physics teacher – who’s been Liberal Democrat MP for Oxford West and Abingdon since 2017. There’s also shadow home secretary Chris Philp, who’s been Conservative MP for Croydon South since 2015.

But Robertson is the only physics-teacher-turned-MP in the current Labour government, which came to power at the 2024 general election. It won a 174-seat landslide majority, though Robertson’s own victory was wafer-thin. He squeaked home by just 810 votes over his Conservative rival Michael Fabricant, who had been Lichfield’s MP for more than 25 years.

In an interview with Physics World, Robertson admits he had little idea of what the job of MP would involve (see box). Describing the British parliament as “a truly bonkers and bizarre workplace”, he divides his time between Lichfield and London. “I try to do four days in my constituency a week and four days in parliament. That doesn’t add up, but if can split my Mondays, I can just about make it work.”

Into the classroom

Brought up in Lichfield, Robertson began his physics degree at Liverpool in 2004. Saying he “loved every second” of his time there, Robertson particularly enjoyed nuclear physics. But it was a science-communication course, which Robertson admits he only took because he thought it would be easy marks, that made him realize how much he liked taking complicated concepts and explaining them to non-experts.

After graduating in 2007 and taking a year off, Robertson returned to the Midlands to do a teacher-training degree at the University of Birmingham. The course was largely practical, with Robertson spending most of his time getting hands-on teaching experience at various schools in Birmingham, including one – Great Barr School – that he ended up working at.

Roberston spent seven years as a physics teacher at Great Barr, which was then one of the largest secondary schools in the UK. With about 2500 pupils, it had as many as 16 classes in each year group, from age 11 to 16. Great Barr was also able to offer physics to 17 and 18 year olds who stayed on to do A-levels. “We’d always have one physics group or occasionally two in year 12.”

Rather than just focusing on the syllabus, Robertson would try to make his lessons “loud and engaging” to emphasize the excitement and sheer bizarreness of physics. Claiming he has good control of his voice, Robertson says he would also “put on accents and do silly voices” to keep pupils entertained.

He particularly enjoyed teaching a course called “Science in the news”, where pupils would look into the impact of a particular topic in the syllabus on the wider world. “That was wonderful,” Robertson recalls. “It was effectively a literature review, which let us teach a lot of the skills that we want to see kids developing when they’re learning sciences. It was fascinating.”

Not all pupils enjoyed physics. “For some kids, physics wasn’t their thing – it’s not what drove them,” he says. But he regarded it as “an absolute privilege” to teach students who were engaged with the subject, especially those who went on to study physics at university. One ex-pupil even contacted Robertson after he became an MP to say she’d just passed her PhD. “She’d dropped a note into her thesis thanking Mr Robertson for being an inspiring physics teacher.”

Political moves

Robertson’s time at Great Barr came to an end in 2016 when the school was making job cuts and he accepted voluntary redundancy. After doing supply teaching for about a year, he got wind of a post at the NASUWT teachers’ trade union, which he’d been school rep for at Great Barr. “It was one of those jobs I’d have regretted if I didn’t apply for it,” he says.

It was while working for the NASUWT that Robertson got involved in local politics. He joined the Labour Party and in 2019 was elected to Lichfield District Council, which was then run by the Conservative Party. He also stood in that year’s UK general election, but was beaten by Michael Fabricant, losing by more than 23,000 votes. “I don’t talk about that result,” Robertson jokes.

Robertson is now one of more than 400 Labour MPs and spends most of his time on local Lichfield matters. “My number one focus is very much what’s going on in my constituency, and that will always be the case,” he says. “But I’m very fortunate to be one of a very small number of parliamentarians who’ve got a science background, let alone a physics background.”

That interest saw Robertson host an exhibition in the Houses of Parliament, organized by the Institute of Physics (IOP), in June 2025 to support the International Year of Quantum Science and Technology (IYQ). “Every MP and member of the Lords would have been able to walk past and see that it was the IYQ,” he says. The exhibition was, for him, a great opportunity “to show decision-makers that the UK is one of the world leaders in quantum”.

That month Robertson also hosted a hands-on display of quantum technology for MPs and members of the House of Lords, again organized by the IOP. At the end of 2025 he sponsored another parliamentary reception, this time for physics-based companies that had won IOP Business Awards. “The event was absolutely wonderful,” says Robertson. “Seeing some of the cutting-edge science from companies on show was astonishing.”

Robertson’s focus on science extends to his membership of various cross-party parliamentary groups, including ones about nuclear energy and space. He is also chair of a new group he has set up devoted to quantum science and technology. As a backbench MP, Robertson cannot dictate or implement policy, but he says such groups “can help build up a critical mass of interest in parliament to drive an agenda forwards”.

With his background in teaching, Robertson is also keen to highlight the UK-wide shortage of physics teachers. While at Great Barr School – now rebranded as Fortis Academy – he was lucky. “I remember having a physics group meeting,” he says, “where there were six of us around the table and thinking ‘This is more [physics teachers] than most cities have’.”

As a 2025 IOP report pointed out, a quarter of state schools in England have no specialist physics teachers. In fact, more than half of physics lessons for 14–16 year olds are taught by teachers who never studied a physics-related subject beyond the age of 18. Despite some improvement, only 31% of the government’s target number of physics teachers have been recruited, while 44% of new physics teachers quit within five years.

It’s the responsibility of me and other MPs with a scientific background to spark an interest in physics

Dave Robertson MP

Robertson admits that getting the lack of physics teachers on the radar is an uphill battle. “There are 650 MPs but have they all thought about the importance of getting more physics teachers in the classroom? Probably not, if I’m honest. That’s why it’s the responsibility of me and other MPs with a scientific background to spark an interest in physics and unearth the next Paul Dirac or Isaac Newton.”

Robertson would also like to get on the influential science innovation and technology select committee to spread the message about the importance of physics. But he is wary of spending too much time in parliament with other MPs with a scientific background. “It’s more helpful if all of us have tentacles that spread out into other groups and parties and sections of parliament.”

Spreading the message

For the wider physics community, Robertson believes that physicists need to speak out more strongly about how they can tackle many of the world’s problems, notably climate change. “It’s the biggest issue at the moment and a lot of the solutions are going to come from physics,” he says. “Getting more physicists engaged with decision-makers will not only be good for the future of the economy but ultimately for the future of the planet.”

As for Robertson’s own future, he knows that a career in politics is precarious. Voters rarely hold politicians in high regard and will often boot them out on a whim. It’s therefore hard for any MP to have a predictable career path or plan too far ahead. Robertson himself admits to having “no big aspirations” to be a cabinet minister, which is perhaps just as well given that his majority at the last election was so thin.

With the next general election not due to take place until 2029, Robertson is for now focusing squarely on his role as a backbench constituency MP. “The job I have is just about the most wonderful in the world,” he says. “I want to keep doing it because there’s some wonderful things I can do for my community, whether it’s physics, quantum or football.” But if Robertson did get kicked out, at least he can go back into the classroom.

“Rumour has it, we could do with a few more physics teachers.”

• Dave Robertson also features on the 19 March 2026 episode of the Physics World Weekly podcast

The post From the blackboard to the backbenches: how physics teacher Dave Robertson became an MP appeared first on Physics World.

A couple of months ago I wrote about whether it’s possible to teach the art of entrepreneurship or if it’s a skill that’s innate to individuals. My article led to some invaluable feedback, notably from one reader who said that, yes, of course it can be taught. Not, they said, from formal lectures but mainly through mentoring by people who’ve learned the art of entrepreneurship themselves.

That idea got me thinking about the wider benefit of “giving back” one’s experience to others who could gain from that wisdom. All professional scientists and engineers will have benefited at one time or another from the generous guidance of other people – be they teachers, lecturers, or work colleagues. So perhaps we should think about how we can do the same.

The value of a professional interaction, however small, should not be overlooked

It’s easy to imagine our lives are so inconsequential that we have nothing to teach – and even if we do have something to say, we certainly haven’t got the time to tell others about it. But the value of a professional interaction, however small, should not be overlooked. A timely moment at any career stage can make all the difference to an individual’s professional impact and future success. The scope of opportunity for giving back is broad.

Volunteering and internships

In my experience, local schools are always grateful for career guidance from professionals. Staff at my company, for example, often give career talks at their children’s schools. We take part in events such as assemblies, career evenings or careers weeks and we are currently keen to provide work experience for 16- and 17-year-olds in year 12. If we go ahead, I am sure pupils will be eager to snap opportunities up.

I have also seen the benefit of scientists and engineers developing videos, workbooks and other materials for primary-school children to learn about concepts in science and technology. It is important to make an impact at the earliest possible stage, which is where the talent pipeline starts. Once students are in their teens and have made their subject choices, it becomes hard – if not impossible – to influence them.

Internships are another great way of giving back. For the last eight years, I have been running a data-science internship programme at GE – and I just wish I’d started it sooner. Initially, we offered summer-long placements, but after a year we added year-long roles to the mix. I will be honest, colleagues were hugely sceptical about how much value these roles would bring, but their worry proved unfounded.

The vast majority of our interns have been extremely productive under our guidance and, after finishing, have gone on to secure graduate positions within GE or other tech firms. It’s vital, however, that interns are properly supported. As well as being given comprehensive induction and training, interns must be part of an established project team, whose members are always on hand to give guidance, answer questions, and provide the interns with clear tasks and goals.

It’s also important to set expectations of professionalism when at work. We are fortunate in GE that interns are taken on as regular employees and so have access to a wide range of employee and company benefits. Interns therefore find it easier to feel part of the company and adopt its ethos. Remember too, that the benefits work both ways. Interns bring you new perspectives and fresh ideas, while also keeping the rest of the team stimulated.

Professional societies and professorships

Being a member of a professional body is also a great way to give back to the community. The Institute of Physics (IOP), for example, has an active volunteer community, along with special interest groups and regional and national branches that are all run by member volunteers, with help from IOP staff. Becoming an IOP volunteer also gives you the chance to influence and help shape the physics community.

By meeting like-minded colleagues, you can build your network and give back to the community at the same time

You could, for example, get involved with running lectures, seminars, webinars and career outreach events. By meeting like-minded colleagues, you can build your network and give back to the community at the same time. There are some great examples, notably Deborah Phelps, a physicist in engineering who ended up launching the IOP’s girl-guiding badge.

For more experienced industrialists, another way to give back is to become a visiting professor. Being fortunate enough to hold such a position myself, they let you go back to university and share your knowledge and experience with current students. It’s invaluable for universities too, allowing students to learn what real-life careers look like and what skills they might need beyond the technical knowledge gained during a degree.

Visiting professorships tend to be awarded directly by universities. But competitive awards exist too. The Royal Academy of Engineering, for example, runs a scheme that brings engineers, entrepreneurs, consultants and other industry insiders into UK universities to boost undergraduate engineering education. Covering areas that would appeal to physicists, such as energy, materials and electronics, the scheme lets experts deliver face-to-face teaching, mentoring and curriculum development for three years.

The Royal Society, meanwhile, runs an entrepreneur-in-residence scheme that’s been taken up by people like Fiona Riddich, who originally studied maths and physics before joining the energy industry. She’s mentored students at the University of Edinburgh and developed a project called Energy@Edinburgh to raise awareness of researchers’ work, promote interdisciplinary exchange, grow staff understanding of the energy market, and encourage innovation and translation of research.

I have only scratched the surface of what can be done for the good of our scientific and engineering community, but there is plenty of opportunity and few, if any, barriers to entry. I can’t emphasize enough the importance of doing this, especially for growing our pipeline of technical breakthroughs and developing talented people for the future.

My challenge to you is to tell your colleagues what you’re already doing to “give back” – and why. And if you’re doing nothing to give back, now is the perfect time to get started.

The post Why mentorship is vital for the future of physics appeared first on Physics World.